The course aims to offer students the most recent methodological and theoretical tools of the environmental humanities (EH). Starting from an idea of environmental humanities as a post (or anti) -disciplinary arena, the course will encourage students to think beyond disciplinary boundaries to address the environmental and social challenges of the present. The course is divided into three parts. The introductory part is designed to provide an overview of the EH through: (a) a basic knowledge of the EH main lines of; (b) an exploration of the methods used. The second part of the course focuses on a central debate in the EH, namely the Anthropocene (the age of humans) and possible alternatives. In particular, the second part focuses on the concept of Wasteocene (The era of waste). Finally, the third part includes a workshop phase in which students will be asked to design and implement a micro research / action project, to apply what they have learned in the course. Expected learning outcomes (1) A thorough understanding of the major schools of EH (2) Fairly familiarized with the methods used in EH (3) An in-depth knowledge of the debate on the Anthropocene with a focus on the Wasteocene (4) The ability to design and execute an EH micro-project / action (which is also valid as a verification of the learning outcomes) (5) Develop critical analytical skills of scientific texts and other types of sources
Curriculum
teacher profile teaching materials
The course aims to offer the most recent methodological and theoretical tools of the environmental humanities (EH). Starting from an idea of environmental humanities as a post (or anti) -disciplinary arena, the course will encourage students to think beyond disciplinary boundaries to address the environmental and social challenges of the present.
The course consists of three different and complementary sections.
Section 1
Scenarios - this part is designed to provide an overview of the EH
Section 2
Maps - These lessons provide orientation in some EH themes / territories
Section 3
Laboratories - In these lessons we will experiment with empirical research, analyze them and understand how they work
Expected learning outcomes
(1) A thorough understanding of the major schools of EH
(2) Becoming familiar with the methods used in EH
(3) An in-depth knowledge of the debate on the Anthropocene and its critical issues with a focus on the Wasteocene
(4) The ability to design and execute an EH micro-project / action (which is also valid as verification of learning)
(5) Develop critical analysis skills of scientific texts and other types of sources
Libby Robin et al., Mappare un terreno comune: ecocriticismo, storia dell’ambiente ed Environmental Humanities, in Angelucci et al. Environmental humanities
Marco Armiero, Environemntal Humanities. una indisciplina delle relazioni, https://operavivamagazine.org/environmental-humanities-unindisciplina-delle-relazioni/
Salvo Torre e Maura Benegiamo, Il Pensiero Decoloniale. Dalle Radici del Dibattito ad una Proposta di Metodo, Acme 19(2) 2002, https://acme-journal.org/index.php/acme/article/view/1946
Programme
IntroductionThe course aims to offer the most recent methodological and theoretical tools of the environmental humanities (EH). Starting from an idea of environmental humanities as a post (or anti) -disciplinary arena, the course will encourage students to think beyond disciplinary boundaries to address the environmental and social challenges of the present.
The course consists of three different and complementary sections.
Section 1
Scenarios - this part is designed to provide an overview of the EH
Section 2
Maps - These lessons provide orientation in some EH themes / territories
Section 3
Laboratories - In these lessons we will experiment with empirical research, analyze them and understand how they work
Expected learning outcomes
(1) A thorough understanding of the major schools of EH
(2) Becoming familiar with the methods used in EH
(3) An in-depth knowledge of the debate on the Anthropocene and its critical issues with a focus on the Wasteocene
(4) The ability to design and execute an EH micro-project / action (which is also valid as verification of learning)
(5) Develop critical analysis skills of scientific texts and other types of sources
Core Documentation
Marco Armiero & Serenella Iovino, Environmental Humanities della X Appendice dell’Enciclopedia TreccaniLibby Robin et al., Mappare un terreno comune: ecocriticismo, storia dell’ambiente ed Environmental Humanities, in Angelucci et al. Environmental humanities
Marco Armiero, Environemntal Humanities. una indisciplina delle relazioni, https://operavivamagazine.org/environmental-humanities-unindisciplina-delle-relazioni/
Salvo Torre e Maura Benegiamo, Il Pensiero Decoloniale. Dalle Radici del Dibattito ad una Proposta di Metodo, Acme 19(2) 2002, https://acme-journal.org/index.php/acme/article/view/1946
Type of delivery of the course
During the course, face-to-face and virtual lessons will alternate. In particular, we will try to use the opportunity of the digital format to meet studios * from all over the world who will alternate during the course. Readings are indicated for each lesson and in many cases the students will have to prepare a short text to be sent to the teacher at midnight of the day before the lesson.Attendance
Participation in class: attendance is strongly recommended. If it is not possible to attend, it is advisable to contact the teacher and the coordinator immediately. One absence is allowed, 2-3 absences imply additional individual work; for more than 3 absences it is necessary to discuss with the teacher. Participating is obviously not just being present. Participation means intervening with questions and comments during the lesson and submitting tests when required. The teacher will record the participation of the studentsType of evaluation
The evaluation consists of 3 segments: Participation in the classroom, final project & contribution to the Atlas of other worlds Participation in class: attendance is strongly recommended. If it is not possible to attend, it is advisable to contact the teacher and the coordinator immediately. An absence is allowed, 2-3 absences imply that an additional individual work; more than 3 absences, it is necessary to discuss with the teacher. Participating is obviously not just being present. Participation means intervening with questions and comments during the lesson and submitting tests when requested. The teacher will record the participation of the students. Final project: as a final test the course includes a small environmental humanities project. The choice of the project remains free, therefore each * student * can propose a project idea through an abstract of max 500 words to be submitted to the teacher by November 16, 2021. Below a series of suggested themes for the research project (Nota Bene: it is possible to propose themes not included in this list): Toxic autobiographies - student * can produce a toxic autobiography through an interview. Here are the guidelines for collecting a toxic biography: http://toxicbios.eu/#/guidelines. The biography can be told through different media: text, audio, video (if it is a text it must be at least 2500 words; if a video or audio file it cannot be less than 30 minutes). It must contain a precise geographical reference (where the narrator speaks from). The narrator / narrator should be asked to sign a release (the tetso is at the end of this guide). Guerrilla tour - student * produces a mini guide to a neighborhood or city through a series of rebellious stories that mix society and environments together. The guide can be in different formats: text (minimum 2500 words), video or audio (minimum 30 minutes). Contribution to the Atlas - student * must produce a short story about what his city will be like in the year 2200. Here it is an imaginative exercise that will contribute to the construction of the atlas of other worlds. Students * from all over the world are producing stories for this project. The story must be at least 2000 words, maximum 5000. The student * must sign a release to allow the story to be published. If possible, it would be better to have the stories in English, but Italian is fine. teacher profile teaching materials
The course aims to offer the most recent methodological and theoretical tools of the environmental humanities (EH). Starting from an idea of environmental humanities as a post (or anti) -disciplinary arena, the course will encourage students to think beyond disciplinary boundaries to address the environmental and social challenges of the present.
The course consists of three different and complementary sections.
Section 1
Scenarios - this part is designed to provide an overview of the EH
Section 2
Maps - These lessons provide orientation in some EH themes / territories
Section 3
Laboratories - In these lessons we will experiment with empirical research, analyze them and understand how they work
Expected learning outcomes
(1) A thorough understanding of the major schools of EH
(2) Becoming familiar with the methods used in EH
(3) An in-depth knowledge of the debate on the Anthropocene and its critical issues with a focus on the Wasteocene
(4) The ability to design and execute an EH micro-project / action (which is also valid as verification of learning)
(5) Develop critical analysis skills of scientific texts and other types of sources
Libby Robin et al., Mappare un terreno comune: ecocriticismo, storia dell’ambiente ed Environmental Humanities, in Angelucci et al. Environmental humanities
Marco Armiero, Environemntal Humanities. una indisciplina delle relazioni, https://operavivamagazine.org/environmental-humanities-unindisciplina-delle-relazioni/
Salvo Torre e Maura Benegiamo, Il Pensiero Decoloniale. Dalle Radici del Dibattito ad una Proposta di Metodo, Acme 19(2) 2002, https://acme-journal.org/index.php/acme/article/view/1946
Programme
IntroductionThe course aims to offer the most recent methodological and theoretical tools of the environmental humanities (EH). Starting from an idea of environmental humanities as a post (or anti) -disciplinary arena, the course will encourage students to think beyond disciplinary boundaries to address the environmental and social challenges of the present.
The course consists of three different and complementary sections.
Section 1
Scenarios - this part is designed to provide an overview of the EH
Section 2
Maps - These lessons provide orientation in some EH themes / territories
Section 3
Laboratories - In these lessons we will experiment with empirical research, analyze them and understand how they work
Expected learning outcomes
(1) A thorough understanding of the major schools of EH
(2) Becoming familiar with the methods used in EH
(3) An in-depth knowledge of the debate on the Anthropocene and its critical issues with a focus on the Wasteocene
(4) The ability to design and execute an EH micro-project / action (which is also valid as verification of learning)
(5) Develop critical analysis skills of scientific texts and other types of sources
Core Documentation
Marco Armiero & Serenella Iovino, Environmental Humanities della X Appendice dell’Enciclopedia TreccaniLibby Robin et al., Mappare un terreno comune: ecocriticismo, storia dell’ambiente ed Environmental Humanities, in Angelucci et al. Environmental humanities
Marco Armiero, Environemntal Humanities. una indisciplina delle relazioni, https://operavivamagazine.org/environmental-humanities-unindisciplina-delle-relazioni/
Salvo Torre e Maura Benegiamo, Il Pensiero Decoloniale. Dalle Radici del Dibattito ad una Proposta di Metodo, Acme 19(2) 2002, https://acme-journal.org/index.php/acme/article/view/1946
Type of delivery of the course
During the course, face-to-face and virtual lessons will alternate. In particular, we will try to use the opportunity of the digital format to meet studios * from all over the world who will alternate during the course. Readings are indicated for each lesson and in many cases the students will have to prepare a short text to be sent to the teacher at midnight of the day before the lesson.Attendance
Participation in class: attendance is strongly recommended. If it is not possible to attend, it is advisable to contact the teacher and the coordinator immediately. One absence is allowed, 2-3 absences imply additional individual work; for more than 3 absences it is necessary to discuss with the teacher. Participating is obviously not just being present. Participation means intervening with questions and comments during the lesson and submitting tests when required. The teacher will record the participation of the studentsType of evaluation
The evaluation consists of 3 segments: Participation in the classroom, final project & contribution to the Atlas of other worlds Participation in class: attendance is strongly recommended. If it is not possible to attend, it is advisable to contact the teacher and the coordinator immediately. An absence is allowed, 2-3 absences imply that an additional individual work; more than 3 absences, it is necessary to discuss with the teacher. Participating is obviously not just being present. Participation means intervening with questions and comments during the lesson and submitting tests when requested. The teacher will record the participation of the students. Final project: as a final test the course includes a small environmental humanities project. The choice of the project remains free, therefore each * student * can propose a project idea through an abstract of max 500 words to be submitted to the teacher by November 16, 2021. Below a series of suggested themes for the research project (Nota Bene: it is possible to propose themes not included in this list): Toxic autobiographies - student * can produce a toxic autobiography through an interview. Here are the guidelines for collecting a toxic biography: http://toxicbios.eu/#/guidelines. The biography can be told through different media: text, audio, video (if it is a text it must be at least 2500 words; if a video or audio file it cannot be less than 30 minutes). It must contain a precise geographical reference (where the narrator speaks from). The narrator / narrator should be asked to sign a release (the tetso is at the end of this guide). Guerrilla tour - student * produces a mini guide to a neighborhood or city through a series of rebellious stories that mix society and environments together. The guide can be in different formats: text (minimum 2500 words), video or audio (minimum 30 minutes). Contribution to the Atlas - student * must produce a short story about what his city will be like in the year 2200. Here it is an imaginative exercise that will contribute to the construction of the atlas of other worlds. Students * from all over the world are producing stories for this project. The story must be at least 2000 words, maximum 5000. The student * must sign a release to allow the story to be published. If possible, it would be better to have the stories in English, but Italian is fine.